IMPACT OF SOCIAL ENVIRONMENT AND ATTITUDE ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS
IMPACT OF SOCIAL ENVIRONMENT AND ATTITUDE ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS
TABLE OF CONTENTS
Title Page
Certification
Approval Page
Dedication
Acknowledgements
Table of Contents
List of Tables
List of Appendices
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Definition of Terms
CHAPTER TWO: REVIEW OF LITERATURE
2.1 Theoretical Framework
2.2 Conceptual Review
2.3 Review of Empirical Studies
2.4 Summary of Literature Review
CHAPTER THREE: RESEARCH METHOD
3.1 Research Design
3.2 Area of the Study
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Instrumentation
3.5.1 Validation of the Instrument
3.5.2 Reliability of the Instrument
3.6 Procedure for Data Collection
3.7 Method of Data Analysis
CHAPTER FOUR: RESULTS AND DISCUSSION OF FINDINGS
4.1 Answering the Research Questions
4.2 Testing the Hypotheses
4.3 Summary of Findings
4.4 Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
5.2 Educational Implications of the Findings
5.3 Conclusion
5.4 Recommendations
5.5 Limitations of the Study
5.6 Suggestions for further Study
References
Appendices
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Undeniably, social environment as relates to students revolves around persons who get in contact with the student such as the teacher, student to students (peers) and others are the physical environment that may influence the school social climate like market, stadium, parks, hotels, event centre’s, open space etc. (Matsushita, 2019). These may be unwanted and distracting phenomena to academic achievement.
Moreover, within the societal framework, the family unit emerges as a primary influencer in a student’s educational trajectory. Research consistently emphasizes the substantial correlation between parental involvement, socioeconomic status, and academic performance (Sui-Chu & Willms, 1996; Sirin, 2005). A nurturing family environment cultivates positive attitudes towards learning, fostering robust study habits essential for academic accomplishment.
IMPACT OF SOCIAL ENVIRONMENT AND ATTITUDE ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS
However, extending beyond familial influence, the peer milieu within secondary educational settings assumes a pivotal role in shaping students’ outlooks and behaviors. Positive peer relationships have been shown to fortify motivation and establish an environment conducive to scholastic endeavors (Wentzel, 2009). Conversely, negative peer influences may detract from academic focus and engagement (Pianta et al., 1995).
At the core of a student’s academic journey lies their attitude towards learning—a psychological construct shaped by personal experiences and societal norms, significantly impacting academic achievement (Eccles & Wigfield, 2002). Self-efficacy emerges as a pivotal facet of this attitude, influencing a student’s belief in their academic capabilities (Bandura, 1997). High self-efficacy correlates with the establishment of ambitious goals and persistence through challenges, ultimately fostering enhanced academic performance (Pajares, 2002).
According to Adeyemo (2019), environment is the total circumstance surrounding a group under two features, the social features consisting of the culture, beliefs, ideas, ethics, and attitude of people operating in the environment, and the biological features. For the environment to be considered good and conducive, these factors must be well articulated.
According to Nicholas (2012), the school is the first environment that provides the child with the opportunity to interact with a large number of people outside the home environment. It is the place where the child spends a sizeable amount of time when he wakes up in the morning, he goes to school, stays there till late in the afternoon. The impact of social environment and attitude on academic achievement of secondary school students.
Social interaction is conceptualized as an exchange of ideas, thought or feelings between two or more individuals which can be studied in group of two, three or larger social group (Ibia, 2016). He opines that by interacting with one another, people design rules, instructions and systems within which basic seek to live. These interactions form the basis for social structure between members and the groups.
Social environment is a combination of human made while environment itself is one of the most important gifts of nature to man, it supplies the resources needed by man for his existence and comfort (Colewell, 2010).
According to Herbert (2019), the distinctive characteristic of social interaction among people, is that human beings “interpret or define each other’s action instead of merely reacting to each other’s action,” as interaction emphasizes the meaning that we attach to people’s behavior shaped by our interaction with the larger social society.
The relationship between teacher and student in learning environment influences a student to develop either positive or negative attitude toward school. Students are motivated to learn if the learning environment is safe and supportive. This means that positive relationship between teacher and student will lead to developing a positive attitude toward school while a negative relationship leads to a negative attitude toward school. The teacher needs to develop a caring relationship with their students in order to develop in-depth students’ understanding of learning and positive attitude toward school (Labaree, 2010).
In addition, recognition of the intricate interplay between the social environment, attitudes, and academic achievement holds paramount importance for stakeholders in education. Educators, policymakers, parents, and students stand to gain from a nuanced understanding of these dynamics, enabling the development of tailored interventions and strategies conducive to fostering supportive environments and nurturing positive attitudes among secondary school students. This study seeks to investigate the impact of social environment and attitude on academic achievement of secondary school students.
1.2 STATEMENT OF THE PROBLEM
The problem under scrutiny revolves around understanding the intricate relationships between the social environment, encompassing familial and peer dynamics, and individual attitudes towards learning, and how these factors interplay to influence the academic achievement of secondary school students.
Moreover, since quality education is a product of learning environment or institutional setting that will definitely elicit a positive impact on the learner educational achievement in life, the environment is believed to provide a practical avenue for the child learning outcome to prevail. The impact of social environment and attitude on academic achievement of secondary school students.
However, it has been observed that, an attitude toward educational excellent centres on the positiveness of children’s feeling, perceptions and beliefs about school and the various learning tasks.
To be able to adjust adequately and participate in learning and social activities, children have to relate well with their teachers. This is more so because of the role teacher play in the life of learners.
Also, it has been observed that, students’ academic achievement may be influenced by the barrier of social environment variables, because it is common knowledge that students academic achievement still remains low at various examinations.
In addition, it has been established that peer group interaction plays an important role in the academic achievement of students. The task of this research study is to investigate the impact of social environment and attitude on academic achievement of secondary school students.
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